Work experience of a social educator in organizing work with difficult adolescents. From the experience of the social teacher Pavlova S.N.

Olga Pleshivina
From the work experience of a social educator

In 2010, on the basis of the Center in the department of psychological pedagogical assistance, a support group for parents raising children with disabilities was created "Sun Ray". The group initially consisted of 20 families, as of December 2016, the support group is attended by 36 families, in which 37 children with disabilities (children with Down syndrome, which is 34.5% of the total number of children with disabilities, consisting of social service at the Centre.

Support Group "Sun Ray" provides for regular meetings of parents for the purpose of psychological support and psychological pedagogical support for families with disabled children, as well as the organization and rallying of parents with similar life difficulties.

Plan work support groups are compiled for a year. Parents and children are invited to the group meeting. Children of different ages from 1 year to 16 years. Parents are provided socio-pedagogical consultations on the issues of education and interaction with children, on the formation of communication skills in children, assistance in organizing joint gaming activities, assistance on the selection of educational games for children. AT work support groups are actively involved volunteers providing, together with temporary supervision by a social pedagogue, game and developmental interaction with children during the period of participation of parents in training sessions with a psychologist.

As a result of the work there are changes in the quality of life of the family. Parents showed positive changes in their emotional state, gained self-confidence, their attitude towards the situation of children's illness changes. Parental competence has increased, the skills of playing and developing interaction with children have expanded.

The dynamics of children's achievements is traced. Children began to recognize colors more clearly, improved skills work with plasticine, constructor. Also, the children have partially mastered the skills social interaction. are improving social skills, some children have decreased interpersonal aggressiveness, emotional stress, increased the ability to play interaction with other people.

During the summer social educator is constantly working on the organization of cultural and leisure activities with children with disabilities and members of their families. Thus, in the summer, families visited the Limonarium, an ecological children's center, and during the winter holidays, the sealarium.

Related publications:

Cyclogram of the activity of a social teacher MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN №17" ALYONUSHKA "ACCEPTED APPROVED by the Pedagogical Council Head.

Experience "Interaction of a teacher with the families of pupils as a condition for the socialization of preschoolers" 1In recent years, certain changes have taken place in the system of preschool education: the content of education and upbringing of children is being updated.

The annual cyclogram of the activity of a social teacher of MDOU The annual cyclogram of the activity of the social teacher of the MDOU Daily - individual work with children from families of the "risk group" and SOP; - conversations.

From the experience of the teacher-psychologist "Health Week in Kindergarten" Smolensk “A child is helpless, but the wisdom of adults gives him protection, since it is the adults surrounding the child who are able to create acceptable ones.

From the experience of work "The role of the teacher in working with parents" FROM WORK EXPERIENCE "The role of the teacher in working with parents." Educator of the first category Serdyuk Tatyana Gennadievna EXPLANATORY NOTE To educate.

Methodological development for teachers "From the experience of a teacher-psychologist in resolving conflict situations in a preschool educational institution" From the experience of a teacher-psychologist in resolving conflict situations in a preschool educational institution Teacher-psychologist of the MBDOU CRR of kindergarten No. 179 "Alisa", Ulyanovsk.

Joint work of a teacher and a child in teaching literacy and writing (from work experience) Joint work of a teacher and a child in teaching literacy and writing (from the experience of K. D. Ushinsky: Make a serious lesson entertaining for children.

Comparative social data School passports Contents Academic year Academic year Academic year Studying at school Incomplete Low-income families Children left without parental care Large families Disabled children942 Members of the Higher School of Education Members of the KDN655 Members of the IDH435 Disadvantaged181615

Diagnosis of family problems Mini-conciliumTrainings Documentation analysis Studying the KDN protocols Interviews with specialists Issuing new passports Collecting lists of NBS Filling out registration cards of families Observation of specialists Polls QuestionnairesTesting

Prevention of family problems Acquaintance with psychological and pedagogical literature Lectures for teenagers Publications in print Finding a job Children's Bureau of Good Offices Registration at the Higher School of Education, KDN, with a narcologist, with a psychiatrist additional education Summer camp Parent general education

The program "Family well-being" Purpose: to provide comprehensive socio-pedagogical assistance to disadvantaged families Objectives: 1. Study and diagnosis of family problems 2. Formation of social skills 3. Provision of social services 4. Activation of the effectiveness of social-role behavior in the process of building parent-child relationships 5 .Formation of attitudes towards maintaining a healthy lifestyle 6. Providing rest, health improvement and medical care 7. Providing psychological and pedagogical assistance

Socio-legal block "We and our society" Purpose: restoration of a dysfunctional family in its rights and obligations. Actions: -collection of information and its analysis, determination of the social status of the family, diagnosis of the presence of forms of deviant behavior among members; -work with the mailbox "Your Questions" -conversation of the legal consultant "Family and Law" -library exhibition "The negative impact of a dysfunctional family on the upbringing of children" -consultation of a social work specialist "Social guarantees for the family" -quiz for teenagers "Deeds and misconduct"

Socio-medical block "We and our health" Purpose: to create a favorable environment in a dysfunctional family through the improvement of each of its members. Actions: -analysis of accompanying documents, primary medical examination; - daily consultation with the school doctor; - a course of classes in the hall of physiotherapy exercises "In a healthy body"; -medical general education for parents "Health of the whole family"; - Fairy tales for the little ones about a healthy lifestyle.

Socio-psychological block "Family Relations" Purpose: harmonization of family relations in a dysfunctional family. Actions: -diagnosis of the nature of intra-family relations; -psychological consultation on problems of family relations; - course "personal growth training" - family club (assistance in strengthening intra-family relations); - conversation of the family consultant "ABC of family relations"; - performance of the propaganda team.

Socio-pedagogical block "We and our children" Purpose: restoration of the educational potential of a dysfunctional family as an important condition for the harmonious development of the child's personality. Actions: -psychological and pedagogical diagnostics of child-parent relationships; -lectures for parents "Me and my child-search for relationships"; - get-togethers for mothers; - creative exhibition of family works; - competition program "Daughters-mothers".

Social and labor block "We and our work" Purpose: full-fledged professional realization of the personality. Actions: -excursion around the complex for children "In the world of professions". - a quiz for schoolchildren "People of Labor"; -library exhibition "Who to be?"; round table "How to succeed?".

Social and leisure block "We and our free time" Purpose: organization of family holidays. Actions: - work of circles of interest; -musical and entertainment program "Talents and Admirers"; -competitive program "Family holiday"; - musical round table "Feast"; -Conversation "Household ritual holidays".

Expected results: -provide comprehensive social and pedagogical assistance to disadvantaged families; - increase the level of social security; -reduce the number of dysfunctional families; - actualize the need for active participation in public life, which would contribute to a more effective relationship of a dysfunctional family with other social institutions; - assign social experience and behavior in the process of solving problem situations; - improve the psychological health of children and adults from dysfunctional families; - increase the level of professional knowledge and professional culture; - check the effectiveness of the methods and forms used in socio-pedagogical work with disadvantaged families.

PRACTICAL EXPERIENCE OF SOCIAL AND PEDAGOGICAL WORK (on the example of the work of a social teacher in the secondary school of the Lvsogorsky district, Sarato region)

Interaction of a social pedagogue with school staff and families of students

The practical work of a social teacher in the MOU secondary school of the Lysogorsky district of the Saratov region is based on the Russian Legislation, the job description of the social teacher of the school (Appendix 1), the Perspective work plan of the social teacher (Appendix 2) and the work plan of the social teacher, developed for each academic year, approved by the director schools (Appendix 3).

Practice suggests that in order to enhance the effect of both educational and preventive work, all students should be assigned to one of the age groups (which are further divided according to other criteria):

elementary school students;

teenagers 11-13 years old;

youth age 14-18 years.

Each age group of students requires both general and special tools that are necessary only for this group.

The closest attention of the social pedagogue in working with all children is given to the family.

The social educator must know the climate of each child's family and study its influences. Help the child in difficult situations, and if necessary, and protect.

To do this, it is necessary to conduct conversations with parents and children, both jointly and with each separately. Conduct meetings and surveys, involving both parents and children in all events. Joint work strengthens family ties and creates a spirit of teamwork, which is very important for the prevention of negative situations. Based on conversations and observations, the social pedagogue compiles lists of children raised by one parent, raised by a guardian, lists of students from non-working families, a list of low-income students, a list of families with many children, a list of disabled children and children of Chernobyl victims, lists of students within school records and registered in PDN.

Guided by the presence of certain disadvantaged children, the social teacher draws up a social passport of the school (Appendix 4), builds an action plan for working with families in (SOP) socially dangerous situation for the near future and for the future (Appendix 5).

In the work on planning activities, the social teacher uses the material of the previous period. Analysis of socio-pedagogical work for the previous academic period (Appendix 6), Annual cyclogram of the activities of the social teacher (Appendix 7).

The family has always been an institution of primary socialization. The processes taking place with the family and in the family, of course, are reflected in the process of becoming a person. Conflicts arising in the family between parents and children, younger and older, conflicts between the "old" generation and the "new" complicate the process of upbringing and socialization of the younger generation.

The union of a social pedagogue - school - family is especially important for the formation of personality in the younger groups of children and adolescents.

Family socialization is understood in two ways: as, on the one hand, preparation for future family roles and, on the other hand, as the influence exerted by the family on the formation of a socially competent, mature personality. The family has a socializing effect on the individual through normative and informational influence. It is the family that is the primary source of socialization, and it is the family that, first of all, makes it possible for the individual to form as a socially competent person.

With the collapse of the old political, spiritual, economic system and the constant transformations taking place in Russia today, the problem of family socialization has become relevant. New phenomena have appeared, both in the life of society and in the life of the family. It cannot be denied that the development of the younger generation is moving along a new path. There are many social problems that are called deviant behavior. Overcoming these problems is one of the most important tasks of society.

The family as the primary cell is the educational cradle of humanity. The family mainly brings up children. In the family, the child receives the first labor skills. He develops the ability to appreciate and respect the work of people, there he gains experience in caring for parents, relatives and friends, learns how to rationally consume various material goods, and accumulates experience in dealing with money.

The best example is that of parents. In most cases, children are a reflection of their parents. Of course, the educational function does not end there. You can also talk about self-education in the family.

The restorative function of the family consists in maintaining health, vitality, organizing leisure and recreation, the family becomes a health-improving environment where any family member has the right to rely on the caring attitude of relatives and friends. This requires not only moral and psychological preparation, but also compliance with the regime of work and rest, diet, and so on.

It should be noted, however, that each family is a unique system and the manifestation of the above signs can be different and multivariate. In the system of analysis of family, school and environment interactions, factors that determine the life position of high school students are important. In this regard, the students, parents and teachers of our school were asked the question: "What determines the life position of a teenager?". A total of 40 representatives of each side were interviewed. The results are presented in Annex 6.

As can be seen from Table 1, all categories of respondents consider the family to be the basis for the formation of a teenager's life position. At the same time, however, teachers and parents consider hereditary inclinations to be one of the main influencing factors. Also noteworthy is the low assessment of the school's ability to determine the life position, especially of students and parents.

Students' opinions are varied. They note the impact of the media, the youth environment. These judgments of theirs are quite consistent with the system of life values ​​of adolescents, which are confirmed by many studies.

Table 1

Factors that determine the life position of a teenager, %

The family has not just great, but unique opportunities for intensive communication between children and parents, transferring to children the social program of society - the goals and values ​​of society, the means by which these goals and values ​​are achieved and preserved.

The formation of subtle psychological mechanisms that keep a person from deviation is the sphere of interaction between the family and the school. However, the family as a social institution has now changed significantly. It is in the sphere of numerous influences, both economic, social, legal, etc. The family experiences difficulties in adapting to the dynamic development of modern society, to the new economic situation caused by entering the market economy. It should be remembered that individual spheres of society's life are developing unevenly.

The profound transformations that influenced the appearance of the modern family did not occur simultaneously in society. There are attempts in the literature to answer the question “where is the process of family change directed?”. It is probably impossible to answer precisely, but one can agree with the opinion of the prominent American sociologist E. Burgess, who argues that the process of urban industrialization and the fragmentation and depersonalization of life that accompanies it should increase the need for stable personal relationships. The family does not disappear, but both its form and its foundations change.

The family is extremely sensitive to all the processes that take place in society, it responds to them in one way or another. The complexities and contradictions of the historical development of our society have left their mark on the life of the family and on its educational opportunities.

The preservation of the family as an educational institution is especially significant now, when the traditional structure of education is being radically broken. The importance of family education lies in the fact that not only the socially significant functions of the individual are formed in the family, but also the evaluation criteria inherent in it, the emotional infrastructure, the fundamental basis of the individual's personal functions.

This confirms that through strengthening the role of the family in society, as the main institution for the upbringing and cultivation of the individual, it is possible to overcome the problems of social anomalies.

Thus, the family is the agent of primary socialization. Parents pass on their life experience, social roles to children, teach crafts and theoretical knowledge, lay the foundations for oral and written speech, and control their actions.

Socialization is a process by which an individual assimilates the norms of his group in such a way that through the formation of his own "I" the uniqueness of this individual as a person is manifested, the process of assimilation by the individual of patterns of behavior, social norms and values ​​necessary for his successful functioning in this society. And the family plays the main role in the process of socialization.

The family is an inseparable part of society. And the life of society is characterized by the same spiritual and material processes as the life of a family. The higher the culture of the family, therefore, the higher the culture of the whole society. Society consists of people who are fathers and mothers in their families, as well as their children. In this regard, the roles of father and mother in the family are very important, and in particular the educational function (family socialization) of the family. After all, how parents teach their children to work, respect for elders, love for the environment and people, depends on what kind of society our children will live in. Will it be a society built on the principles of goodness and justice. And only through the spiritual and moral improvement of the family is the spiritual growth of society possible.

The process of socialization reaches a certain degree of completion when a person reaches social maturity, which is characterized by the acquisition of an integral social status by the person. However, in the process of socialization failures and failures are possible. A manifestation of the shortcomings of socialization is deviant (deviant) behavior. This term in sociology most often denotes various forms of negative behavior of individuals, the sphere of moral vices, deviations from principles, norms of morality and law. The main forms of deviant behavior include delinquency, including crime, drunkenness, drug addiction, prostitution, and suicide.

Numerous forms of deviant behavior indicate a state of conflict between personal and public interests. Deviant behavior is most often an attempt to leave society, to escape from everyday life's hardships and problems, to overcome the state of uncertainty and tension through certain compensatory forms. However, deviant behavior is not always negative. It can be associated with the desire of the individual for something new, advanced, an attempt to overcome the conservative, which hinders moving forward.

The family loses some values ​​and changes the priority in their implementation, experiences a weakening of public control over people's behavior, which is associated with the growth of urbanization, and a weakening of the economic interconnection of family members, a drop in the authority of its head - a man, which is associated with the growth of economic and legal independence of women and etc. Without strengthening the moral and psychological basis of the family, its stability will continue to fall, with all the ensuing negative consequences.

Adolescence - as a transitional period is delayed mainly due to the long time required for the assimilation of "adult roles". To achieve adult status, adolescents have to cope with a number of developmental challenges that arise at this stage of the life path. Difficulties may arise in the course of performing these tasks. For various reasons, deviant behavior often occurs in adolescence and youth.

Analyzing the personality of a teenager with deviant behavior in its various manifestations, we note the dependence on the following reasons:

1. Hereditary and biological factors: alcoholism, predisposition to nervous or mental diseases of one of the parents, pathological pregnancy, childbirth negatively affect.

2. The immediate social environment of a teenager: family, socio-economic status of parents, brothers, sisters, peculiarities of raising teenagers, school, position of a teenager in the class, value orientations, friends, status of a teenager in a group of friends.

3. Personal characteristics of a teenager: features of character and temperament, value-motivational block, achievement motivation, level of claims, self-esteem and possible conflicts in the field of self-esteem.

4. Legal consciousness of a teenager.

Thus, the antisocial behavior of a minor is interdependent on the influence of biological and social factors, taking into account which it is necessary to build a system for educating adolescents.

Among the reasons for the growth of deviant behavior, the shortcomings of educational work with children and adolescents should be highlighted.

The best prevention of deviant behavior is a purposeful, organized with a clear definition of the means, forms and methods of education. Moreover, the preventive possibilities of education are much more effective than other means of restraint, since legal preventive measures, as a rule, are somewhat late and begin to act when the act has already been committed. In order for legal preventive measures to “work”, they must be included in the mind of a teenager, become part of his convictions, experience, which can be achieved through targeted educational influence.

Relationships of mutual trust and respect destroy antisocial attitudes in minors. It is important to give them the opportunity to feel that they are needed and useful to people and the whole society. In the upbringing of the younger generation, the main thing is not only how smart, knowledgeable, educated and persistent a person will be in achieving his life goals, but also whether he will be kind, sympathetic, and empathize with others.

In child and adolescent psychology, the conclusion of the deviant requires caution for the following reasons:

1. It is judged by adults who, for various reasons, are in one way or another in opposition to childhood and the psychosocial costs of development.

2. The criteria for judging deviant behavior are the norms and expectations of the immediate environment, on which the child is directly dependent and in which the rights of the child are not respected or violated. Although mental disorders or disorders may also be involved in the formation of deviant behavior, it is advisable to avoid one-sided psychiatricization of the concept of deviant behavior and the associated psychiatric labeling Lichko AE Adolescent psychiatry. - D .: Medicine, 1999. P. 35 ..

The work of a social pedagogue with teenagers of youthful age.

This age group has its own characteristics in setting priorities, which requires a special strategy and tactics from the social pedagogue. Here it is important not to scare away the teenager with notations, not to let him withdraw into himself, to get hung up on his own concepts in the style of youthful maximalism, to reach out to his “concepts” and correct them. If a social educator owns this audience, then we can talk about "jewelry" work.

It should not be forgotten that a young person is not an empty vessel, but already half-filled with social experience, both good and bad, and its consequences, which makes the educational process difficult.

Youth is a special socio-demographic part of society. She has her own psychological characteristics, problems characteristic of her: the development of political and moral values, the choice of a profession, the creation of a family. The age limits of youth are determined in the range from 14 to 28 years. The most difficult is adolescence (14-18 years). At this time, the discovery of one's "I" takes place, the sphere of communication and activity expands sharply. Parents are relegated to the background. New friends and new companies appear.

The connection between generations is broken. The positive influence of the older generation on the younger is weakening. The "young" get freedom and certainly want to take advantage of it. Hence drunkenness, drug addiction, prostitution and other types of deviant behavior.

An important condition for overcoming deviant behavior among young people is effective preventive work. Its goal is to create conditions that prevent the emergence of various forms of social deviations, as well as their spread. In the family, this work should be carried out by the parents. It involves explaining to children the degree of danger to their health and the health of surrounding bad habits and inclinations, familiarizing them with the possible consequences associated with the violation of moral and legal norms. The personal example of parents also serves as a means of prevention. Their way of life, views on various problems, relationships are adopted and copied by children. The most effective prevention of deviant behavior in a family is parental education - daily and painstaking work.

Deviant behavior is present in our society and cannot be denied. With the transition to the capitalist development of the country, it became even more relevant. New phenomena have appeared, both in the life of society and in the life of the family. It cannot be denied that the development of the younger generation is moving along a new path.

In my opinion, the main types of deviant behavior are: alcoholism, drug addiction and substance abuse, sexual deviations, suicides. If we talk about prevention, then, first of all, it lies in the correct and consistent education of the younger generation, in the labor activity of young people, as well as in the work of teachers and teachers.

Let's try to consider the main types of deviant behavior of young people, as well as the role of preventive work to prevent these deviations.

Thus, the severity and relevance of the problem of deviant behavior of young people requires all persons to understand the essence of this phenomenon, master the basic methods of its diagnosis and organize preventive work.

Apparently, it is necessary to start preventive work with education. That it is the main preventive measure. Moreover, education should be carried out from an early age, and first of all by parents.

Parents have a great influence on the younger generation. Therefore, it is they who are more responsible for the upbringing of the younger generation.

There are several principles of education:

Parents should have friendly relations with their child. From a very early age, they should look at their child as an independent person. Must know that he can feel just like an adult. He must constantly feel like a member of the family team. To do this, you need to talk with him about some plans regarding the household. Moreover, in this small team, some duties should be assigned to him. But also we must not forget about his personal views and plans.

Parents have no right to treat their child unfairly. There must be an honest attitude towards the child. This is based on personal experience. Parents must constantly prove by their behavior that they can keep their word. They must actually prove that he will always receive a truthful answer from them.

Fair treatment of the child. He must be taught to achieve the best results in everything and to be praised for the results achieved.

Parents should not forget that at the age of 14-20, a young person wants to feel like a full-fledged member of society. You can't treat him like a small child. Of course, this gives parents pleasure, but at the same time it hinders the full development of the child's personality. Don't do for him what he could do for himself. He needs to be given freedom, but at the same time, and limit it. The sooner a child learns to be independent, the easier it will be for him in life.

The conducted studies show that the deviant behavior of adolescents is closely related to the direction and methods of their socialization in the family. The family is one of the most important institutions of early socialization. In the family, the child learns the most fundamental, basic values, norms, behavioral stereotypes, the emotional intimate sphere of his psyche is formed. Defects in early family education are difficult to correct. However, the negative consequences of improper upbringing, including the formation of aggressive behavior skills, selfish attitudes, can be prevented by the timely intervention of specialists, in particular, a practical psychologist, a social worker.

The family psychological services created today carry out diagnostics, psycho-correctional work with those who would like to have full-fledged relationships in the family, but do not have the necessary experience, do not know how to do this, and seek help from specialists themselves. Families with an asocial and antisocial orientation, that is, those for whom disagreements with morality and the law are the norm of life, often remain outside family psychological services, since representatives of such families rarely seek help on their own. Although it is they who most often form children with profound deviations in behavior. Those who consider their family to be quite prosperous today do not seek help from psychologists and teachers. Often for them, the offense committed by their "child" is a complete surprise, some kind of "causeless" event. Such "prosperous" parents tend to see the cause of what happened in an unfavorable set of circumstances, the influence of the street, school, and very rarely in their own educational flaws.

As a result of the research, it turns out that the manifestations of such social and moral deviations in behavior as violence in resolving interpersonal conflicts, greed, intolerance and negativism are associated with the style of family socialization. The results obtained make it possible to differentiate the style of family education of adolescents who have committed cruel violent crimes (murders, grievous bodily harm, qualified rape in combination with malicious hooliganism) and committed acquisitive crimes (theft of personal, state and public property).

It was found that violent juveniles, unlike non-violent mercenary offenders, attach great importance to the rules governing situations of physical violence, that is, they “know exactly in what situation and how they should use physical force. The violent group of offenders is characterized by the idealization and ritualization of violent forms of behavior, which, in our opinion, indicates the large role of such stereotypes in the behavioral practice of this group of criminals.

The study of the circumstances that led to violent methods of resolving conflict situations prompted a comparison of the conditions of family socialization of representatives of two groups of juvenile delinquents: violent and mercenary. The study showed that representatives of both groups were brought up in an unfavorable family environment: parents, one or both, abused alcohol, often quarreled with each other, quarrels often turned into a fight, the child was subjected to severe physical punishment from childhood.

These children were more often brought up under the conditions of the division of the family into two warring groups: the child and the mother, on the one hand, and the father, on the other. In the conditions of the existence of two warring groups within the family, adolescents easily acquired the skills of aggressive violent behavior, since the observation and experience of violence on themselves was combined with a high motivational willingness to use these patterns in their own behavioral practice, which was facilitated by the approval of the mother, who instilled in the child a false idea of social justice. At the same time, children from such families were not deprived of maternal care, did not experience deprivation of emotional communication with their mother, which facilitated the early formation of high self-esteem, independence, and the ability to fend for themselves. These children had no difficulty in mastering the sphere "I" - "Other people". Moreover, they often later became leaders of teenage groups, carriers of an aggressive subculture.

Children who subsequently committed mercenary attacks were more often brought up in emotionally alienated families, which led to a delay in the formation of self-esteem stability, personal certainty, and adaptability.

The study of families that cause or could cause deviant behavior in children made it possible to generalize them into three groups. The first group includes such families whose members have mental or other serious illnesses; addiction to drug addiction, alcohol, etc. or antisocial behavior. The second group includes families in which there is misunderstanding in the relationship between parents, a lack of love, hostility, the dominant influence of one of the parents, and manifestation of violence in relationships. The third group is characterized by deformations in the field of education: an acute role dichotomy, when the father is an authoritative representative of social norms and at the same time is not interested in the child's personal development, and the mother is responsible for raising the child; lack of care and love from one or two parents to the child; the predominance of punitive effects on children's behavior; the restrictive nature of the requirements for the child, which are often expressed in the form of prohibitions (“don’t do this!”), Which leads to a deficit of constructive elements in children’s behavior; educational influence is aimed primarily at the formation of obedience and discipline in the child. In such families, liberal educational influence is also widespread, as a result of which the formation of a consistent system of values ​​and norms in the child is difficult; excessive custody of a child by one or two parents; raising a child in a spirit of disrespect for social norms of social control.

Our surveys of the value orientations of 16-year-old adolescents showed that despite significant general changes in the scale of values, the value of the family remains unshakable for them. This is a guarantee that after the parental family they will create their own families. While agreeing with optimistic forecasts, at the same time one should take a realistic look at those serious changes that give rise not only to positive, but also negative consequences, and create new problems in the education of young people.

The management of professional self-determination of young people is of great social importance, since it is part of the process of socialization of the individual and is considered as an essential aspect of the development of the individual. Labor activity is one of the most important spheres of human life. Professional self-determination is a process that covers the period from the emergence of a person's professional intentions to the exit from work. As the process of self-determination develops, there is an expansion of social roles and intentions regarding the desired social status.

Professional self-determination of young people for several decades was planned by the state, integration into the social and professional sphere took place along a limited number of routes. In connection with the change in socio-economic conditions, people have to accept norms and values, master new areas and types of professional activity.

Thus, the foregoing leads to a conceptual conclusion: professional self-determination is the conscious and active identification and assertion of one's own status and role position in the system of social relations or the social distribution of labor.

Professional self-determination proceeds under the influence of a number of multi-vector factors acting spontaneously and purposefully. All these factors affect the individual not directly and automatically, but indirectly, through the consciousness and inner activity of the individual.

Any choice, including the choice of a "channel" for receiving professional training, is associated with limitations. The first group of restrictions is associated with the personality characteristics of a young person: temperament, character, interests, inclinations, needs, etc. In addition, knowledge, skills, abilities, gender and age criteria, family status play an important role in the process of professional choice.

Professional self-determination is influenced by the processes taking place in the world, the social structure, ethno-cultural stereotypes of the current stage of the social process; the system of social norms and values, changes in the types and forms of labor activity, the list of professions and their prestige in public opinion, demographic processes, regional features of the territory; national composition of society, settlement structure.

The third group of factors influencing professional self-determination is formed at the level of the microenvironment: family, education system, immediate environment, mass media, and territorial features of the professional and social structure, and others. The ratio of objective conditions and the microenvironment in the process of professional self-determination of the individual can be understood as the ratio of two external sources of formation of the professional orientation of the individual.

Professional self-determination of young people at the regional level has several characteristic features:

Professional choice does not meet the needs of the region's economy in personnel, which is associated with the formation in the public mind of a certain prestigious "range" of professions;

The professional self-determination of young people and information about the types of professional work, the classification of professions, and the characteristics of specialties according to various parameters are practically not coordinated; the state of the labor market, the need for specialists and workers, and employment opportunities for graduates of educational institutions of primary, vocational education, technical schools and universities; graduates of peripheral schools show greater realism in choosing a profession, singling out professions of a prestigious number, but choosing for themselves those presented in the infrastructure of their own settlement;

Regardless of academic performance, students express a preference for the same educational institutions and professions;

Vocational school students replicate the educational and professional status of their parents and have little chance of exhibiting vertical upward mobility in educational attainment and attaining their desired professional role.

In the preference of all categories of young people (over 83%) of higher education, we see the predominance of the status perception of the profession, that is, they are attracted not by the value of labor as such, but by the social level that can be taken after receiving a higher education and a certain profession from the “clip” of prestigious . In addition, education provides an opportunity to delay the entry into adulthood with its problems of choosing a place to live, starting a family, getting the desired job, etc. Thus, young people “postpone” the beginning of their life path, avoid a number of social conflicts.

Identification of factors, analysis of their influence on the result of self-determination opens the way to designing a social system for managing the professional self-determination of young people at the federal, regional, municipal levels, taking into account the personal needs of young people and the interests of society.

The choice of a profession, or professional self-determination, is the basis of a person's self-affirmation in society, one of the main decisions in life. The choice of profession determines a lot, namely: who to be, what social group to belong to, where and with whom to work, what lifestyle to choose.

There are various options for defining the concept of "choice of profession", but they all contain the idea that professional self-determination is a choice made as a result of analyzing the internal resources of the subject of choosing a profession and correlating them with the requirements of the profession.

Working for money or work (interest, duty) is another dilemma facing young people. Based on the research materials, we can conclude that honesty and justice play a big role for young people when choosing a profession. So 56% of the respondents felt that it would be better not to achieve wealth, but they would never cross the norms of law or morality, 67% stand only for honest incomes, 59% felt that one could spend one's life only doing interesting work. But still, for a large part of young people, the way of earning income is not important, and they calmly give up the norms of morality - 32%.

The problem of choosing between the material aspect and the duty to people is the next problem of the younger generation. Now it's no secret to anyone that in today's Russia, professions in the field of education, healthcare, science, and state protection are not highly paid.

After a person has already determined how and for what he will live and work, he chooses the sector of the economy where he is going to work. There are two main sectors of the economy - private and public.

After a person has decided on the sector of the economy where he will work, he begins to choose a specific field of activity and profession.

The situation of choosing a profession (designing a professional path and, above all, starting it), with all the diversity of each person's specific life circumstances, has a certain general structure.

There are eight most important circumstances influencing the choice of the professional future of today's youth.

1. Position of parents

2. Position of friends and peers

4. Personal professional plans that have developed so far (the main goal, "life perspective", external conditions for achieving goals, an idea of ​​​​one's own capabilities).

5. Level of claims for public recognition

6. Awareness

7. Propensity to certain types of activity.

By the end of school, a person enters a period of his final self-determination regarding his future field of activity. Here comes the "crisis of thought" in young people, when they cannot choose their own path. According to the degree of formation of professional choice, school graduates are usually divided into 4 groups:

1. decided - 30%

2. hesitant - 30%

3. unstable - 15%

4. passive - 25%

Thus, about a third of students who graduate from school do not know what they will do next. This situation is caused by a number of reasons. Here, to a certain extent, general changes in the lifestyle of young people, especially those for which the values ​​of creative labor have lost their significance, have manifested themselves, and not without the influence of disappointment in them by representatives of previous graduates. The point, then, is not the frivolity of some young people. There are objective difficulties in the professional self-determination of young people in the context of the unclear prospects for the development of a number of industries in the country, poor material support for the fields of science, culture, and education. There is also a certain decline in career guidance activities under these conditions, not only on the part of the school, but also enterprises, higher educational institutions, general education associations.

Studies show that despite a significant increase in the instrumentalization of labor motives, the most important components after the level of wages (93%) were the opportunity to feel at work (85%) and the prospect of professional growth (83%). It is significant that the desire not to bother oneself with work in the structure of motives was in last place (33%). However, the fact that every third young person does not strive to realize himself in work indicates the absence of real opportunities for this, especially in the public sector. The financial situation of young Russians depends little on the results of work, the level of education and qualifications.

From all of the above, we can conclude that the range of serious problems that young people face when choosing a profession is very wide.

According to the survey (Appendix 8), among young men, the desire to become an entrepreneur, businessman (15%), as well as a driver, a machinist (10%) comes first. Further, the preferences of the types are distributed in the following order: lawyer, law enforcement officer (8%); military (8%); engineer, designer (5%); health worker, doctor (5.5%); artist, writer, painter (5.5%); manager (4%); scientific researcher (4%); professional thief or swindler (4%); diplomat (3.5%); pilot, sailor (2%); householder (2%); worker (2%); trade worker, businessman (4%).

The choice of professions among girls presents the following picture: lawyer, law enforcement officer (15%); health worker, doctor (12%); entrepreneur, businessman (10%); teacher, educator (9%), desire to take care of the house and household (7%); head manager (8%); artist, writer, artist (6%); trade worker, businessman (5%); the intention not to work anywhere, but to have a lot of money was noted (3.5%)

The first conclusion that can be drawn by analyzing this study is that in most families there is a continuity of generations. This is most clearly expressed in families where parents are graduates or businessmen. Only in the families of workers and employees in the field of management do children prefer other professions more.

In terms of prestige, the leading field of activity for the vast majority of respondents is to be a specialist with a higher education. Only children from families of merchants prefer to work in commercial structures. It is understandable, children should inherit the business of their parents.

Prestige is another factor, along with family factors, which largely determines the choice of a future profession. This is what the degree of social status of the following types of activity looks like in the eyes of young people (the highest score is 10). The first 10 places are occupied by: lawyer (8%), owner of a commercial bank (7.9%), doctor (7.1%), manager (6.9%), journalist (6.6%), accountant (6.6%). %), shop owner (6.4%), bodyguard (5.9%), crime boss and school teacher received the same percentage (5.2%), worker (3.9%), tractor driver (3.6%) and engineer (4.5%).

Summarizing, we can say that young people consider the most prestigious those professions that are of particular importance in modern conditions. Just as in the 1960s and 1970s the professions (from nuclear physicist to cosmonaut) were the most prestigious, reflecting the priorities of maintaining the status of the USSR as a great power and maintaining its position in the arms race, so now young people in their priorities quite adequately reflect the demands of Russian society, only the queries themselves have changed.

It is no coincidence that among all the answers to the question of what helps to get a good job, young people put “the presence of high qualifications and knowledge” in the first place, which in no way indicates a drop in the prestige of knowledge and qualifications. It should be noted that the choice of socially significant professions by young people, regardless of their popularity and remuneration, indicates a serious awareness by young people of their social role and responsibilities. The moral foundations of young people are not shaken as seriously as they say and write about it.

The world of values ​​of today's youth corresponds to the world of values ​​of a normal society, although there are many problems here too.

Right now it is important for the state and society as a whole to pay close attention to the problems of youth. Only then is the stable development of our society within the framework of a civilized, social state possible.

Ministry of Education and Science of the Amur Region

state professional educational autonomous institution of the Amur region

"Amur College of Construction and Housing and Communal Services"

Blagoveshchensk, 2016

Developer: Bulgakova Tatyana Vladimirovna, social pedagogue

Educational organization: state professional educational autonomous institution of the Amur region "Amur College of Construction and Housing and Communal Services"

From the work experience of a social educator

Political and socio-economic instability in the country, the decline in the standard of living of many Russians, the violation or weakening of the influence of social institutions designed to educate children and adolescents, primarily the institution of the family, led to a significant increase in the number of orphans and children left without parental care.

The attitude towards orphans and children left without parental care in the education system has always been ambiguous. For some, these children evoke a feeling of pity and compassion, while others believe that orphans require special rigidity and increased demands on them. Indeed, these are special children who, by chance, have experienced psychological trauma. Their upbringing did not always take place in comfortable conditions. All this includes orphans in the "risk group" for deviant behavior, and in some cases forms a tendency to commit acts that deviate from the norms accepted in society. Therefore, work with this category of children should be built with special care and with the participation of various specialists of the institution: a social teacher, deputy director for educational work, a class teacher, a teacher-psychologist and the administration of the institution.

There are no deeper emotional wounds than those that a person receives in childhood from his parents. These wounds do not heal throughout life, embodied in neurosis, depression, various psychosomatic diseases, deviant behavior, loss of self-worth, inability to build one's life. The psychological situation is very difficult for a child deprived of parental love, rejected by his own parents, enduring insults, bullying, violence, beatings, hunger and cold, lack of clothes, warm housing, etc. The child in such situations tries to change his state of mind himself (pulls out his hair, bites his nails, fusses, is afraid of the dark, he may have nightmares, he hates the people who surround him, behaves aggressively).

In orphans and children deprived of parental care, ideas about a happy person and about happiness differ significantly from the ideas of children from normal families. The most common responses of such children about the main indicators of happiness are: food, sweets (lots of cake), toys, gifts, clothes. Such "realistic" characteristics show that even for 16-year-olds, a toy is a necessary attribute of happiness. Turning to the toy, perhaps, allows the teenager to compensate for the lack of emotional warmth and dissatisfaction with social needs.

Orphans of adolescence are characterized by a special way of socialization. They are characterized by the following socio-psychological features:

inability to communicate with people outside the institution, difficulties in establishing contacts with adults and peers, alienation and distrust of people, detachment from them;

violations in the development of feelings that do not allow understanding others, accepting them, relying only on their desires and feelings;

low level of social intelligence, which makes it difficult to accept social norms, rules, the need to comply with them;

a poorly developed sense of responsibility for one's actions, indifference to the fate of those who connected their lives with them, a feeling of jealousy towards them;

consumer psychology in relation to relatives, the state, society;

self-doubt, low self-esteem, lack of permanent friends and support from them;

unformed volitional sphere, lack of purposefulness aimed at the future life, most often purposefulness is manifested only in achieving immediate goals: to get what you want, attractive;

unformed life plans, life values, the need to satisfy only the most urgent needs (food, clothing, housing, entertainment);

low social activity, desire to be invisible, not to attract attention;

addiction and self-destructive behavior - abuse of one or more psychoactive substances, usually without signs of dependence (smoking, alcohol, soft drugs, toxic and medicinal substances); this can serve as a kind of regressive form of psychological defense.

At this age, the problem of choosing a profession is also acute. But they have a special idea of ​​a good job: they present it as doing nothing, but getting a lot of money at the same time.

Since during the period of stay in state institutions of social support, children practically did not have pocket money, then, naturally, any amount is huge for them. The cost of things necessary for life, they do not represent. The living wage for them is a non-existent concept, as they are used to being fed, buying the necessary things. They do not represent the cost of real life, they do not know how to save money, buy what they need, and not what they want.

The living conditions of such children lead to the formation of a dependent position in relation to everyone around them. It manifests itself in the statements: “You owe us…”, “You owe…”, “Give us…”, etc.

After leaving the orphanage, graduates try to find relatives and return to their families. It seems to them that their parents will immediately fall in love with them, they will be happy with them and everything will be fine. But in life they meet with a different picture.

Relations with relatives do not add up, the children again remain alone. Having no experience of life in a family, they do not represent family values. Any person who warmed them up, took pity, seems to them a fairy-tale hero, and immediately they have a hope that everything will be fine. There is little they can do on their own. When receiving separate housing, they cannot live alone, most often they go to live with friends.

The activities of a social pedagogue are carried out taking into account the developmental characteristics of each pupil. Taking into account the psychological characteristics, the teacher determines the methods and forms of educational influence on the personality of each pupil. All this requires from the teacher not only pedagogical knowledge, but also knowledge of psychology, physiology, humanistic technology of education on a diagnostic basis. Only under the condition of a good knowledge of individual characteristics, establishing close and trusting contact with each student of this group, educational work can give a good result. The system of my work as a social pedagogue with each student of this group is built as follows.

Initial interview takes place in early September: I get acquainted with a student, I have a conversation, finding out the motives for choosing an educational institution, psychological attitude.

Acquaintance with the personal file of the student begins with the study of documentation, it turns out the social status, biography, etc. Particular attention is paid to characteristics from the place of study and residence.

Consultation with specialists who worked with the pupil before entering college. The purpose of the consultation is to find out the psychological characteristics of the child, susceptibility to pedagogical influence, the presence or absence of a tendency to deviant behavior.

Control over the determination of the student at the place of residence upon arrival at college . If necessary - assistance in settling.

Individual conversation. From the first days of training, I try to establish psychological contact. I inform the rules of conduct in the college, in the college dormitory, the rights and obligations of orphans and children left without parental care. I find out the psychological attitude of the pupil to learning.

Student home visits together with the class teacher, teacher-psychologist. Held regularly. Based on the results, an act of inspection of housing conditions is drawn up. If necessary, assistance is provided in solving household issues.

Conducting a psychological examination child by an educational psychologist, followed by a consultation during the first weeks of study and, if necessary, throughout all years of study.

Consultations for teachers, working with a student. Conducted regularly throughout the course. The style of interaction with the pupil, the features of his reaction to educational influences are discussed.

An important part of my work are weekly conversations with students. Monitoring the psychological state, behavior, academic performance and attendance. Joint resolution of emerging issues. As a rule, earlier pupils did not have experience of independent management of a personal budget. Therefore, special attention is paid to training in the rational distribution of funds. Much attention is paid to the issues of education, homework and interaction with teachers. From personal experience, I can also say that in addition to problems associated with studies, pupils often have questions related to difficulties in communicating with peers. Often pupils get into dubious companies. The advice of a social educator in such situations is necessary; it is doubly important that it is not perceived as moralizing and, therefore, does not cause psychological resistance among pupils.

Initially, students have to be invited for conversations in the office of a social pedagogue, but over time, joint discussion of emerging problems and assistance in solving them becomes a tradition. The guys share the news, discuss them.

Of course, working with orphans and children left without parental care is never smooth. Not all students succeed at once, they make mistakes. However, under the condition of a trusting relationship with a social pedagogue and other specialists, it is much easier to solve the problems that arise.

An article by a social teacher of the BPOU UR "Sarapul Industrial College" Natalya Nikolaevna Merzlyakova on the topic:

"Experience in the prevention of offenses in the BPOU UR" Sarapul Industrial College "

I have been working as a social teacher at the Sarapul Industrial College since 2008. Our technical school trains children, many of whom were in difficult life situations before joining us: the parents of these children lead an immoral lifestyle, drink alcohol, and are not involved in raising minors. Some students are orphans and wards, whose parents are deprived of parental rights or have died. There are children from large and low-income families, from single-parent families and families where parents are in a state of divorce or have remarried. Many of these students were deprived of attention and affection from their relatives, and some of them, while still studying at school, were on various types of preventive records. This category of children requires qualified socio-pedagogical assistance to prevent negative conditions. Therefore, my task, as a social educator, is to show respect for these children, not to humiliate their human dignity, not to offend, to show attention, care and psychological and pedagogical support, to try to educate them as real citizens of our Motherland.

The work of our teaching staff with difficult teenagers and their families is initially aimed at preventing deviant behavior of minors. The study of problem students is carried out in all age categories. At the beginning of the school year, I, as a social teacher, based on the study of social passports of groups, together with a teacher-psychologist, compile a list of children at risk and their families in a socially dangerous situation. At the same time, we conduct psychological and pedagogical diagnostics (sociometry) in groups, and provide class teachers with a general description of the personality characteristics of a particular difficult teenager. In this document, each student is characterized in terms of his academic performance, social and labor activity, his interests and inclinations, position in the team. Having received complete information about the teenager, I draw up an individual plan of preventive work with a difficult student, put on the internal preventive record of the technical school. According to the developed plan, together with class teachers, I organize and conduct preventive individual conversations and educational activities with children who require special attention and support. All preventive work carried out with a problem teenager is recorded in the child’s individual support card: his positive or negative dynamics, academic performance, attendance, employment after school hours, characteristics, successes and achievements, participation in various events are reflected.

In solving many problems in the prevention of delinquency with students and their families who are in a socially dangerous situation, an important place is occupied by interaction with the bodies and services of the subjects of prevention: the commission for minors and the protection of their rights, the Department of Defense of the Ministry of Internal Affairs of Russia "Sarapulsky", the Department for Affairs family, motherhood and childhood, guardianship and guardianship authorities, health care, employment service, which take part within their competence in preventive work in accordance with Art. 12 of the Law "On the fundamentals of the system for the prevention of neglect and juvenile delinquency". Cooperation with the internal affairs bodies is effective, many issues have become possible to be resolved promptly, preventing critical situations. The ODN inspector responds to emerging problem situations, together we conduct individual preventive conversations with students and their parents and guardians. Specialists of the prevention service speak at class hours, parent meetings, pedagogical councils, participate in the work of the Prevention Council. The improvement of the situation is evidenced by statistics - the number of offenses and socially dangerous acts has decreased by 3% over three years (from 17 students to 8).

As part of the work on the implementation of legislation aimed at combating neglect and juvenile delinquency, our technical school carries out systematic and integrated work. Information about minors who do not attend an educational institution without a good reason, as well as systematically skipping classes and educational practice, parents who improperly fulfill their duties of raising and educating their children, is promptly transferred to the Sarapulsky Department of Defense of the Ministry of Internal Affairs of Russia and the KDN.

The technical school has successfully organized the employment of students during extracurricular hours. Particular attention is paid to the organization of employment of students who are on different types of preventive accounting. They show the greatest interest in classes in sports sections based on the technical school and circles of technical creativity, which is a good prevention of offenses committed by minors in their free time. The goal of the work is 100% coverage of adolescents with classes in sections and circles. The main thing is to teach a teenager to do useful things that would distract him from committing illegal acts. It should be noted that the difficulty of children and adolescents in education is manifested not only in poor academic performance, bad behavior, aggressiveness, and the commission of offenses, but also in such social vices as alcoholism, drug addiction, and smoking. Therefore, in order to prevent the habit of smoking, attraction to alcohol and drugs, the technical school annually carries out preventive measures prescribed in the target programs: "Social and psychological assistance to students", "Prevention of psychoactive substances", "System of preventive actions of unlawful behavior of students", "Comprehensive support risk group children. For orphans and children left without parental care studying at a technical school, a social adaptation program “You are not alone” has been developed. The main objectives of the above programs are: the creation of an optimal educational environment in an educational institution that ensures the harmonious development of the personality of a future specialist, the creation of optimal conditions for the successful socialization and integration in society of children in need of state protection, through the development of various forms and the implementation of comprehensive measures to prevent neglect , offenses, smoking, alcoholism and surfactants.

In conclusion, I would like to note that despite the whole system of work on the prevention of offenses with students built at the technical school, the main thing in our practice is love for children, acceptance of the child as he is. During individual conversations with a teenager, we see how he opens up, feels when he is treated kindly, interested in his affairs and successes, see him as a person.

We, teachers, really want our graduates to make their right choice in further self-determination after graduating from a technical school, not to violate the Law and to be useful people to our society.